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Home » Student Success » Support Programs » Early Learning » Transitional Kindergarten

Transitional Kindergarten

2022-23 TK Survey

Are you a district that wants to implement TK? Complete the 2022-23 TK Assessment Profile to let OSPI know of your intention with TK and keep up to date with TK/WaKIDS data due dates.

Contact Information

Samantha Bowen
Executive Director

Latisha Conley
Early Learning Program Supervisor

Transitional Kindergarten (TK) is a kindergarten program for children, below the age of five, who do not have access to high-quality early learning experiences prior to kindergarten. Additionally, they have been deemed by a school district, through a screening process and/or other instrument(s), to be in need of additional preparation to be successful in kindergarten the following year. 

TK Administrators’ Best Practices Workbook

The Transitional Kindergarten Administrators’ Best Practices Workbook will share the purpose of TK and the steps to build trust and support for families. OSPI will support your school/district with connections to the Washington Pyramid Model implementation community of practice.

TK Planning Worksheet

The TK Worksheet for Coordinated Recruitment & Enrollment and Budget Planning was created to help establish Coordinated Recruitment and Enrollment with other early learning programs.


The following “pillars” describe required elements of Transitional Kindergarten. 

PILLAR I

Transitional Kindergarten programs meet the requirements of full-day kindergarten established in RCW 28A.150.315, including administration of the WaKIDS whole-child assessment, within the first ten weeks. 

PILLAR II

Classrooms are staffed by certificated teachers and paraeducators who provide a curriculum that offers a rich, varied set of experiences in learning environments that are developmentally appropriate and address the whole child.  It is recommended that teachers have Early Childhood and/or Early Childhood Special Education Endorsements. 

PILLAR III

Transitional Kindergarten programs are inclusive, socioeconomically diverse, and responsive to the needs of children who qualify for participation. 

PILLAR IV

Programs must be fully integrated into school buildings, with access to transportation, specialists, recess, lunch in the school cafeteria, and all aspects of the school day available to regular kindergarten students. Attention must be given to the developmental capabilities and needs specific to young children in these settings.

PILLAR V

Transitional Kindergarten programs work in collaboration with and do not adversely impact enrollment in community-based preschool programs, including Head Start, ECEAP (the Early Childhood Education Assistance Program), tribally-led early learning programs, and those operating in licensed child care centers and licensed family homes. Districts participate in coordinated outreach, referral, and placement to assure best fit and appropriateness of services based on each child and family’s need.

ESD 101–Spokane
Kimberly Lyman
Washington Pyramid Model Implementation Specialist
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 105–Yakima
Kathleen Lenihan
Washington Pyramid Model Implementation Specialist
Dana Floyd
Washington Pyramid Model Implementation Specialist
Maggie Mendoza
WaKIDS/Transitional Kindergarten (TK) Coordinator
Cynthia Juarez
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 112–Vancouver
Cari Wood
Washington Pyramid Model Implementation Specialist
Sara Rushlo
Washington Pyramid Model Implementation Specialist
Jackie Brock
WaKIDS/Transitional Kindergarten (TK) Coordinator
Samantha Stevens
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 113–Tumwater/Olympia
Kerri Blankenship
Washington Pyramid Model Implementation Specialist
WaKIDS/Transitional Kindergarten (TK) Coordinators
Jana Brock
Washington Pyramid Model Implementation Specialist
Josie Komorowski
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 114–Bremerton
Laura Batcheller
Washington Pyramid Model Implementation Specialist
Kristen Sheridan
WaKIDS/Transitional Kindergarten (TK) Coordinator
Kim Crummey
WaKIDS/Transitional Kindergarten (TK) Coordinator

PSESD 121–Renton
Courtney O’Catherine
Washington Pyramid Model Implementation Specialist
Apurva Wikstrom
Washington Pyramid Model Implementation Specialist
Aeryn King
Washington Pyramid Model Implementation Specialist
Whitney White
P-3 Professional Learning Consultant
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 123–Tri-Cities
Jennifer Ann Kelly
Washington Pyramid Model Implementation Specialist
WaKIDS/Transitional Kindergarten (TK) Coordinator

NCESD 171–Wenatchee
Jane Fox
Washington Pyramid Model Implementation Specialist
Jan Dosh
Washington Pyramid Model Implementation Specialist
Janelle Bersch
WaKIDS/Transitional Kindergarten (TK) Coordinator

ESD 189–Anacortes
Rae Allen
Washington Pyramid Model Implementation Specialist
Sarah Southard
WaKIDS/Transitional Kindergarten (TK) Coordinator

OSPI
Julie Dean
Washington Pyramid Model Implementation Specialist

Tags: 
WaKids